杜威的课程哲学是其全部教育哲学的核心，而杜威的儿童课程观是其全部课程哲学的基础。课程哲学的基本问题是学科逻辑与心理经验的关系问题。学科逻辑本身不是儿童课程，但它与儿童心理经验具有内在联系：二者属于同一个实在；都具有经验性质；倘若提供恰当环境和条件，儿童心理经验可以生长为学科逻辑。儿童心理经验与学科逻辑构成教学过程的“两极”，由前者发展到后者，是经验的持续改造。儿童课程由相互联系的两个方面构成：儿童当下经验中的学科要素；学科的“心理方面”。儿童课程的种类划分可依据“学科是从社会生活逐步分化”的原理来进行。学科逻辑“心理化”的主体是教师。教师的课程开发艺术主要包括“解释”与“引导”。在今天的信息时代，杜威的儿童课程观依然具有旺盛生命力。

Dewey’s philosophy of curriculum is the core of his whole philosophy of education. Dewey’s view of children’s curriculum is the basis of his whole philosophy of curriculum. The basic problem of philosophy of curriculum is the problem of relationship between subject-matter logic and psychological experience. Subject-matter logic itself is not children’s curriculum, but it has intrinsic connections to children’s psychological experience: both share one reality; both have the nature of experience. If the appropriate environment and conditions are provided, children’s psychological experience can grow up into subject-matter logic. Children’s psychological experience and subject-matter logic form “two limits” of instructional process. The process of growing from the former to the latter is a continuous reconstruction of experience. The meaning of children’s curriculum is subject-matter elements in children’s present experience and the psychological aspect of subject-matters, which are mutually related. The classification of children’s curriculum is based on the principle of differentiation of subject-matters from social life. The subject of psychologizing subject-matters is teachers. Teachers’ arts of curriculum development are mainly interpretation and guidance. In today’s information age, Dewey’s view of children’s curriculum is still vital and vigorous.